HISTORICAL FOUNDATIONS OF CURRICULUM

Education in our country has undergone various changes throughout the years. The differences in ideologies among the colonizers resulted in variation in the content and strategies of the curriculum in line with their goals and objectives.

Pre-Hispanic Filipinos had no formal schools. Learning began in home Pre-Hispanic Filipinos had no formal schools. Learning began in home. Education was oral, practical and hands-on. The arrival of the Spaniards in the Philippines paved way to the establishment of schools in the country. The friars established parochial schools in accordance with the primary goal of colonial education to spread Christianity throughout the archipelago.

The Educational Decree of 1863 was implemented in the colony which required the establishment of one primary school for boys and one for girls in each of the major town in the country.

During the Philippine revolution, education was one of the priorities of the Malolos Republic. Many schools in the country were closed because of the revolution but were reopened on August 29, 1898 by the Secretary of Interior. President Aguinaldo ordered the opening of these schools.

America was able to effectively influenced Philippine Educational system. They used education as an instrument to pacify the natives and eventually colonizing the island. Americans started opening schools in Manila at the time they were still in the process of consolidating their position in the city.

In January 1901, The Taft Commission enacted Act No In January 1901, The Taft Commission enacted Act No. 74 which established the Philippine public school system. This law is provided for free primary education and the establishment of a school for the training of Filipino teachers.

On August 23, 1901, the first group of American teachers arrived in Manila, board the transport ship Thomas. These teachers became popularly known as the Thomasites.

The University of the Philippines was created in 1908 by the virtue Act No. 1870 enacted by the Philippine Commission and the Philippine Assembly. The establishment of the higher education institution (HEIs) was also encouraged during this period. Private HEIs which started their operation during the American regime were the following: Siliman University at 1901 in the province of Negros Oriental; Centro Escolar University, founded by Librada Avelino in 1907; and the Philippine Women’s University, founded by Francisca T. Benitez in 1919.

Promotion of the education of the Filipino continues during the time of the Commonwealth. President Quezon created the National Council of the Education in 1936 as an advisory body on educational matters. Its first chairman was Dr. Rafael Palma.

In 1938, the National Assembly enacted a law providing for the establishment of national vocational schools in different parts of the country. With the creation of the office of Adult Education in 1936, an adult education program was started in the country.

In 1940, several changes were made in the Philippines educational system by the virtue of the Educational Act of 1940. Under this law, the elementary course was reduced from 7 years to 6 years. The Japanese Military Administration issued a proclamation order No. 2 in 1942 which contained the six basic principles of Japanese education in the country.

(1) to make people understand the position of the Philippines as a member of the Greater East-Asia Co-prosperity Sphere. Thus, to promote friendly relations between Japan and the Philippines to the furthest extent, (2) to eradicate the old idea of the reliance upon the western nations and to foster a new Filipino culture on the self-consciousness of the people as Orientals, (3) to endeavor to elevate the morals of the people, giving up over emphasis on materialism, (4) to strive for the diffusion of the Japanese language in the Philippines and to terminate the use of English in due course, (5) to put importance to the diffusion of elementary education and to the promotion of vocational education, and (6) to inspire the people with the spirit of love and labor.

In June 1942, schools were reopened and The Philippine Executive Commission established the Commission of Education, Health and Public Welfare. On October 14, 1943, the Japanese- sponsored republic created the Ministry of education.

On February 27, 1945, the Department of Instruction was made part of the Department of Public Instruction. In 1947, by virtue of Executive Order No. 94, the Department of Instruction was changed to Department of Education. During this period, the regulation and supervision of public and private schools belonged to the Bureau of Public and Private Schools.

In 1972, during the Martial Law years, The Department of education became the Department of Education and Culture by virtue of Proclamation 1081. In 1978, by virtue of P.D No. 1397, it was changed to Ministry of Education and Culture. Thirteen regional offices were created and major organizational changes were implemented in the educational system. A bilingual education scheme was established in 1974, requiring Filipino and English to be used in schools. Science and Math subjects as well as English language and literature classes were taught in English while the rest were taught in Filipino.

The Ministry of Education, Culture and Sports as created by the Education Act of 1982 which later became the Department of Education, Culture and Sports in 1987 by virtue of Executive Order No. 117. The structure of DECS as embodied in EO No. 117 has practically remained unchanged until 1994 when the Commission on Higher Education (CHED), and when the Technical Education and Skills Development Authority (TESDA) were established to supervise tertiary degree programs and non-degree technical-vocational programs, respectively.

The Congressional Commission on Education (EDCOM) report encouraged the Congress to pass RA 7722 and RA 7796 in 1994 creating the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA), respectively.

In August 2001, Republic Act 9155, known as the Governance of Basic Education Act, was enacted changing the name of the Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). RA 9155 provides the overall framework for school head empowerment by strengthening their leadership roles and school-based management within the context of transparency and local accountability.

ThANK YOU FOR LISTENING! PRESENTED BY: BARRIENTOS, JERELYN DE RAMOS, DIANA ROSE